Discover (Starter) Teaching Programme
Discover
Starter
Programme
______
Area of Foreign Languages
English
Discover (Starter) Teaching Programme
Unit Starter: What’s your name?
Aims
- To listen to a conversation about introductions
- To learn how to introduce yourself
- To use possessive adjectives your and my
- To use the alphabet to spell names
- To learn numbers from 0-20
- To write numbers from 0-20
- To use the structure What’s + singular
- To ask for and give telephone numbers
- To know vocabulary about personal things
- To learn the colours
- To ask about colours
- To use articles the and a
- To listen and read an episode on the Magic Mirror cartoon
- To talk and ask about your age
Contents
I. Communication skills
- Listening to a conversation about introductions
- Writing numbers from 0-20
- Listening to phone numbers
- Listening and reading an episode on the Magic Mirror cartoon
- Introducing yourself
II. Language reflections
A. Language and grammar functions
- Possessive adjectives your and my
- The structure What’s + singular
- Articles the and a
B. Vocabulary
- The alphabet
- Numbers 0-20
- My things
- Colours
III. Sociocultural aspects
- To debate about family
- To debate about personal things
- To talk about age
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
Education for peace
To respect people’s opinions
To respect different points of view
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Possessive adjectives your and my , the structure What’s + singular present simple, articles the and a.
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Learning to learn is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Workbook, Unit Starter.
II. Language reflections
- Workbook, Unit Starter.
III. Sociocultural aspects
- Workbook, Unit Starter.
Unit 1: Families
Aims
- To know vocabulary about the family
- To use the verb to be in the affirmative, negative, contracted and interrogative form
- To know who people in a family are
- To listen to people talking about birthday
- To use the verb to be together with the subject pronouns
- To match an object with a person
- To read and listen to a story about “Fantastic Film Families”
- To learn vocabulary about places
- To talk about where the people are
- To use the preposition at + place
- To use the verb to be to ask questions about how the people feel and to give short answers about it
- To know adjectives for speaking about how we feel
- To use How are you?
- To talk about how we feel
- To listen and read an episode on the Magic Mirror cartoon
- To listen to a story about a dream
- To use pictures to remember new words
- To learn the words birthday, cake, candles and bed and find the words in a story
- To match a person with a place
- To ask about family members
- To write a card
Contents
I. Communication skills
- Listening to people talking about birthdays
- Speaking about where the people are
- Speaking about places
- Listening and reading a story about “Fantastic Film Families”
- Speaking about how we feel
- Listening and reading an episode on the Magic Mirror cartoon
- Listening to a story about a dream
- Writing a card
II. Language reflections
A. Language and grammar functions
- Verb to be: affirmative, contracted and negative
- Subject pronouns (singular and plural) + to be
- At+ place
- To be questions and short answers
- How are you?
B. Vocabulary
- The family
- Places
- Adjectives for feelings
- How are you?
- Words related to birthdays
III. Sociocultural aspects
- To debate about family
- To talk about birthdays
- To debate about famous film families
- To think and talk about dreams
- To show interest in places
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To be aware of the value of human relationships
Education for peace
To respect people’s opinions
To respect different points of view
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Verb to be: affirmative, contracted and negative, subject pronouns (singular and plural) + to be, at+ place, to be questions and short answers, How are you?
- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
Students’ Book. Let’s Revise! 1, page 18
- Workbook, Unit 1.
- Workbook, Unit 1, Skills, page 14
II. Language reflections
- Students’ Book. Let’s Revise! 1, page 18
- Workbook, Unit 1.
- Teacher’s Book, Unit 1 Consolidation/Extension, page 115
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 1, page 18.
Unit 2: Countries
Aims
- To know the names of countries and places
- To use Where is?
- To talk about where the countries are
- To use the adverb here
- To learn to associate some flags with some countries names
- To use who/where + verb to be
- To use the article a/an
- To use in + location
- To read a text about Pen Pals
- To know vocabulary about places
- To use capital letters for names and countries
- To speak about identity and location
- To think of places in different countries
- To associate places with countries
- To write a postcard
- To use possessive adjectives
- To learn vocabulary about jobs
- To listen to a text about cool jobs
- To speak about personal information
- To talk about jobs
- To act out an interview with a famous person
- To use regular plural nouns
- To listen and read an episode on the Magic Mirror cartoon
- To ask for translations using What´s X in English?
- To read and listen to a text about Discover culture
- To talk about your country
- To make a poster and draw your country
- To write four sentences about your country
Contents
I. Communication skills
- Speaking about where the countries are located
- Reading a text about Pen Pals
- Speaking about identity and location
- Writing a postcard
- Listening to a text about cool jobs
- Speaking about personal information
- Speaking about jobs
- Speaking out an interview with a famous person
- Listening and reading an episode on the Magic Mirror cartoon
- Reading and listening to a text about Discover culture
- Speaking about your country
- Writing sentences about your country
II. Language reflections
A. Language and grammar functions
- Article a/an
- Possessive adjectives
- Singular and plural of regular nouns
- Where is?
- The adverb here
- Who/where + verb to be
- In + location
- What´s X in English?
B. Vocabulary
- Countries
- Adverb here
- Name of places
- Jobs
- Work
- Personal information
- What´s X in English?
III. Sociocultural aspects
- To think about the family
- To debate about jobs
- To show interest in learning English
- To respect and show interest in different cultures
- To show interest in the different kind of activities to do
- To debate about friendship and the different ways to cultivate it
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To respect other cultures
To think and debate about different cultures
To debate about family
To debate about jobs
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect men and women
Education for peace
To respect people’s opinions
To respect different points of view
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Article a/an, Possessive adjectives, singular and plural of regular nouns, where is, the adverb here, who/where + verb to be , in + location, what´s X in English?
- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
Students’ Book. Let’s Revise! 2, pages 26, 27
- Workbook, Unit 2.
- Workbook, Unit 2, Let’s Revise!, page 22